INTRODUCTION1 Rationale
1.1 Educational experts argue that "life skills" are developed on the basis of the "livingviewpoint" in the "honesty, kindness and beauty" category of the "living values" category.Living value is the foundation for every human being to cultivate, to act, to live forthemselves, for the family and the community This is the new philosophy of education in theperiod of development of the country with the socialist-oriented market economy, promotingindustrialization and modernization, international integration Live-life instruction for studentsmust be done through hands-on activities or experimental learning.
1.2 In the general education curriculum, practical activities are called experimentalactivities Experimental learning aims to provide students with a realistic environment thatdemonstrates living activities that apply theories as practical, from which to develop anddevelop life skills However, the perception of living skills as well as the institutionalization oflife skills education in general education in Vietnam is not very specific, especially in guidingthe organization of life skills education through Experience activities for students at all levels,inadequate levels.
1.3 In primary schools, at the age from 6-11, students who are experiencing rapidphysical, intellectual, psychological and personality development are urgently needed to beequipped with core skills Identify the program and how to educate students' living skills.
1.4 Hanoi is the capital of Vietnam, in recent years due to the rapid urbanization andintegration, students from small age have been educated to form life skills With thedevelopment and diversification of the cultures of these regions, this has directly affectedpeople's life skills, with youth and adolescents being the most affected In addition, due to theneed to innovate the new textbook program, the program targets learners' ability and life skillsfor learners, it is important to manage the life skills education for students throughexperimental education
The above analysis is the reason for the thesis author to select the research topic:"Management of life skills education through experimental learning for pupils in Hanoiprimary schools in the current context "as dissertation thesis.
2 Purpose of the study
The dissertation systemizes the theoretical foundation of life skills education andmanagement of life skills education through experimental learning for students in general andelementary students in particular; Analyze the current status of life skills management forprimary school children in Hanoi through experimental learning, then propose measures tomanage life skills education through experimental learning for students Hanoi Primary Schoolin the context of education innovation today.
3 The subject and object of study
Trang 2through experimental activities Inadequate, and therefore the result of life skills expressed inelementary school students not meet the requirements of society
If comprehensive management measures are implemented in a way that focuses on betterimplementation of the education sector's regulations on life skills education, develop a system ofevaluation criteria and monitor implementation Through life experiences through well-organized activities, the well-organized teacher education of life skills for students and bettercoordination between the school, family and society, the life skills education throughExperimental activities for students in Hanoi primary schools will be greatly improved.
5 Research tasks
5.1 To systematize the theoretical foundation on river skills education for primaryschool pupils and the management of life skill education for pupils through experimentalactivities in the current context.
5.2 Analyze the situation of life skills education through experience and managementof life skills education through experimental activities for pupils in Hanoi primary school 5.3 Propose measures and test a measure
6 Scope and location of the study
6.1 Research scope
- Experimental activities for students in the new textbook curriculum will be implemented in
2018, in the program of life skills education for students in schools that are still beingimplemented but not yet addressed and effective The dissertation thus incorporates ananalysis of the current status of life skills education for students currently practiced inelementary schools and is linked to the content of experimental activities in the newcurriculum.
6.2 On the subject of the survey
- Managers: 25 principals, vice principals.
- Teachers and staff of 196 people in the school.- Parents of 250 students
- The social forces, officers of mass organizations, politics outside the school do themanagement of education in the locality 25 people.
A total of 496 people.
6.3 On the subject of survey and testing
School surveys were conducted from September 2015 to September 2017
- 6 schools in Hanoi: Thai Thinh Primary School, Dong Da District, Le Van Tam PrimarySchool, Hai Ba Trung District, Thanh Cong B Primary School, Trung Yen Primary School,Cau Giay District; Quynh Mai Primary School, Hai Ba Trung District; Ba Dinh primaryschool in Ba Dinh district;
- 4 schools outside of Hanoi: Dong La Primary School, Hoai Duc District, Soc Son DistrictPrimary School, Bac Phu Primary School, Soc Son District; Minh Khai Primary School, SonTay District.
- Testing a measure of proposed measures at Le Van Tam Primary School - Hai Ba TrungDistrict, Hanoi.
7.Methodology
7.1 Methodology7.2 Research Methods
7.2.1 Group research methodology7.2.2 Group research methodology 7.2.3 Group mathematical methods
8 Research questions
1 What is the role of life skills education for primary school children in the current context?
Trang 32 What is the management of life skills education for elementary students throughexperimental learning? What are the factors that affect the management of life skills educationfor elementary school students through experimental learning?
3 At present, how do life skills education through experimental learning for primary schoolchildren in Hanoi have been implemented and managed? What difficulties have to beaddressed in order to do better?
4 What are the measures to better implement life skills education through experimentallearning for primary school pupils in the context of education reform?
3) Management of life skills education for pupils through experimental activities in primaryschools will be effective in the context of a well-trained staff and educators The knowledgeand skills of pedagogical organization and implementation of this activity.
10 Contribution of the thesis
11 Structure of the thesis
Beyond the introduction, conclusion and recommendation The thesis structure 3 chapters
Trang 41.1.1 Research on life skills and life skills education for students
a) Research on the goals of life skills education for students
b) Research determines the content and other structural elements of life skills educationc) Research on the content of life skills education for specific target groups
1.1.2 Study on organization of experimental activities for high school students
In the draft of the new general education curriculum promulgated by the Ministry of
Education and Training in 2017, including the program of experimental activities for pupilsfrom primary to high school.
1.1.3 Study on management of educational activities in schools and management of lifeskills education for pupils
a) Research on the management of educational activities in schools
b) Research on the management of life skills education for students through experimental learning
1.2 Life skills education through experimental learning for elementary school students
1.2.1 The concept of life skills education for elementary students
1.2.1.1 Living skill
Life skills help people to be self-reliant, able to adapt to the people around them and tosociety, enabling them to respond positively to situations of life Life skills include physicalactivity and thinking in the human brain Life skills can be formed spontaneously, througheducation or self-training.
1.2.1.2 Education
General educational activities are organized in a value oriented way, aiming to achieve thegoal of comprehensive education for learners and to create educational and active learningenvironments for learners When participating in the Synod of Bishops, the trainees conducttheir activities according to general principles, common goals, common values and commonmeasures so that they are educated according to common criteria.
1.2.1.3 Life skills education for students
Life skills education is understood as one of the educational activities held in the school.Thus, in structure, it carries the full elements of the educational process and can be integratedinto the system of subjects and fields of study in the school However, it can also be doneoutside of the classroom during off-hours activities - extra-curricular activities.
1.2.1.4 Primary students
Elementary school children are educated in elementary schools These students may beeducated in public elementary and non-public elementary schools In the study of educationalresearch dissertation for HSTH schools in public schools, the schools are in the systeminvested by the State in all aspects from operating budget to educational program.
1.2.1.5 Life skills education for elementary school children
Life skills education for primary pupils is an educational activity organized by educational
institutions with objectives and plans and programs of primary school education in order toform and develop primary school pupils Individuals are empowered to have self-control andability to cope actively with the surrounding environment and appropriate life-style of primaryschool age development, to meet the goal of comprehensive education of generaleducation.1.2.2 Hoạt động trải nghiệm cho học sinh ở trường tiểu học
1.2.2.1 The concept of experimental activity
According to the Draft Experimental Activity Program in High School, "Experimentalactivity is compulsory education from grade 1 to grade 12, in elementary school calledActivity Activity."
Trang 51.2.2.2 Purpose of experimental activity in elementary school
Potential needs of elementary school students when participating in experimentalactivities
* Ability to adapt to life
* Design capacity and organizational performance shown* Career Orientation Capabilities
1.2.2.3 The program and stages of experimental learning for elementary school students
For elementary education, the content of the activity program focuses more on selfdevelopment, life skills, relationships with friends, teachers and family members In addition,labor activities, social activities and familiarization with some occupations are also organized.
1.2.3 Life skills education through experimental learning for elementary school students
1.2.3.1 The goal of life skills education is through experimental learning forelementary students
Provide students with the appropriate knowledge, attitudes and skills, and to develop healthy,positive behavior habits; Eliminate negative behaviors, habits, and situations in daily life.
1.2.3.2 Content of life skills education through experimental learning for elementarystudents
• A group of life-long learning skills
• Life skills group targeted at friends and the community• Work-oriented living skills
• Social-oriented life skills group
1.2.3.3 Method and form of life skills education through experimental learning for primarystudents
a) Method of educating life skills through experimental learning for students
Problem-solving methods; Role play; Forum method; Group discussion method; Gamemethod
b) Form of life skills education through experimental learning for students
1.3 Management of life skills education through experimental learning for elementaryschool students
1.3.1 The concept of management and management of life skills education throughexperimental learning for elementary school students
1.3.1.1 Management concept
Management is a process that impacts the objective rule of the subject of the
management to the object of management to exploit and effectively utilize the potential andopportunity of the object management to achieve the item management In an ever-changingenvironment, the subject matter governs social, organizational, human and financial resources,the quality and prestige, policy regimes, policy guidelines management methods andmanagement tools to achieve management objectives.
1.3.1.2 Management of life skills education
Management of life skills education through experimental learning for elementary students
is the process of engaging in the exploration, selection, organization and implementation ofexperimental activity, from the process manager Work in accordance with objective rules toperform experimental activities for primary students to achieve the educational goals and lifeskills training for students have set.
1.3.2 Content management of life skills education for students through experimentallearning in elementary school
1.3.2.1 Develop a plan for EFA activities for students through experimental activities inprimary schools
The management of the plan of educational activities of living skills includes:
management of the development of regular work plans, work plans according to themes, plans
Trang 6for fostering teachers and plans for investment in facilities such as performance conditions,plans to coordinate with educational forces, plans to test the performance of living skills.
1.3.2.2 Program management, contents of the state of play for children through experienceactivities in elementary school
Content of life skills education program through experimental activities is shown in
different classes with different levels The program of experimental activities in the draft ofnew curricula and life skills education for students has been concretized according to the book"Experimental activities" edited by Nguyen Quoc Hung (2017) from grade 1 to grade 5
1.3.2.3 Fostering the capacity to organize experimental learning for primary school teachersand those involved
The teacher training should be flexible, can be fostered according to the training
program of the Ministry of Education and Training, but most need is the on-site training andthe cluster to teachers to self-efficiency .
1.3.2.4 To manage the activities of auditing and evaluating experimental activities for HSstudents
To assess the implementation of the life skills education program, managers need to stick tothe set objectives, use appropriate assessment methods and follow a scientific assessmentprocess The assessment of the implementation of educational programs on living skills shouldbe based on the way the subject class is evaluated, which is self-assessment and evaluationfrom the outside.
1.3.2.5 Coordination of forces participating in life skills education through experiences forprimary pupils
a) Class teacher
b) Ho Chi Minh City People's Committee
c) Coordinating with other educational forces
1.3.2.6 Facility management and conditions for implementing life skills education throughexperimental learning for elementary school students
a) Regarding materials, reference books
b / Regarding material foundations and teaching equipment
1.4 Factors affecting the management of life skills education through experimentallearning for elementary school students
1 Socio-economic conditions of families and localities
2 Documents providing guidelines for the sector on organizing experimental activitiesand providing education for children
3 Leadership capacity of the MB4 Parental involvement
5 Capacity of GVCNL and GV teaching experience activities6 Psychophysiologic characteristics of students
Conclusion Chapter 1
Life skills are the skills and abilities of each individual formed through his or her personalexperiences throughout the course of human existence and development Experienceopportunities to create opportunities for students: mobilize the knowledge and skills ofdifferent disciplines and fields of education to experience the realities of family life, schooland society; involved in all stages of the operation, from operational design to preparation,implementation and performance evaluation; experience, expressing ideas, creative ideas,choosing ideas for activities; express and self-affirm, evaluate and self-evaluate theperformance of yourself, your group and others under the direction and organization of theeducator, thereby forming and broadcasting Develop the core qualities and core competenciesidentified in the overall program and specific capabilities of Experimental Activity.
Trang 72.1.1 Overview of the geographic location of Hanoi
Hanoi is located on the right bank of the Da River and on both sides of the Red River, itslocation and favorable location for a political, economic, cultural, scientific center andimportant traffic hub of Vietnam.
2.1.2 Overview of primary education in Hanoi
2.1.2.1 Number of schools and sizes of students
Table 2.1 School size, grade and elementary students in Hanoi2014-2016 period
In the school year 2014-2015, the whole city has 33,361 teachers.
2.1.2.3 The status of primary education
Ha Noi Education and Training has concentrated on directing the implementation of theprogram on renewal of general education at all levels.
2.2 Organization of survey activities
a Purpose of the survey:
- Survey on the status of life skills education for pupils in primary schools.
d Location and object of the survey:
- 6 schools in Hanoi: Thai Thinh Primary School, Dong Da District, Le Van Tam PrimarySchool, Hai Ba Trung District, Thanh Cong B Primary School, Trung Yen Primary School,Cau Giay District; Quynh Mai Primary School, Hai Ba Trung District; Ba Dinh primaryschool in Ba Dinh district;
- 4 schools outside of Hanoi: Dong La Primary School, Hoai Duc District, Soc Son DistrictPrimary School, Bac Phu Primary School, Soc Son District; Minh Khai Primary School, SonTay District.
Participants included:
- Managers: 25 principals, vice principals.- Teachers and staff of 196 people in the school.
Trang 8Cần thiếtÍt cần thiếtKhông cần thiết
Figure 2.1 Percentage of comments appreciated by managers and teachersand parental education on life skills education through activity
experience for elementary school students
2.3.1.2 The perception of subjects on subjects participating in life skills education forstudents through experimental learning
Life skills education for students has not been fully understood by teachers and the teacheritself has not clearly defined the life skills education through experimental learning activitiesfor students as the task of spear teachers any education.
2.3.2 Current status of life skills education through experimental learning for elementarystudents
Based on the in-depth interviews of the research participants from CBQL to GV, itwas noted that from teaching methods in class, teachers have focused on group teaching sothat students with collaborative skills can work in groups Therefore, the students have agood sense of self and are able to work together in groups.
Table 2.5 The rate of comments evaluating the level of group performancelife skills for primary school students
Rating rate of performance,%
Averagescore
RankGood Fair Average Weak
1 Educate self-learning skills, showing
2 Education skills demonstrate honesty in
3 Education of the skill to carry out the
tasks assigned in a responsible manner 7,6 22,8 42,1 27,5 2,10 44 Educate the use of personal and public
Trang 9Based on the opinions of the 6 school principals, every year, extra-curricular topics aretaken into consideration Especially social-oriented, community oriented activities HSTH hasbeen educated KS in road traffic, communication skills and behavior with the community.However, the higher the level of agility such as the ability to resolve conflicts is limited.Through the field survey, the social skills of primary school pupils in the urban areas werehigher than those of the secondary schools in the suburbs of Hanoi.
2.3.3 The status of life skills education through experimental learning for elementarystudents
Table 2.7 The results of evaluation form life skills educationThrough experimental learning for elementary students
Form of education
Rating rate of utilization,% Averagescore
RankGood Fair Average Weak
1 Through integrated teaching of
3 Through activities outside of class time 18,4 30,9 45,35 5,35 1,75 14 Through the operation of the club 4,8 18,1 46,6 30,5 1,97 55 Through the classroom hours and
The type of extra-curricular activities is most welcome Specifically, up to 18.4% of thejudges evaluated this form of education as good and 30.9% of the reviews were good This showsthe level of need for life skills education for students through extra-curricular activities and thepredominance of this form.
2.3.4 Current status of life skills education through experimental learning for primary students
Table 2.8 The rate of comments on methods of life skills educationThrough experimental learning for elementary students Method
Rating rate,%
In addition to the content of life skills education for students, the method of living skillseducation through experimental learning also plays an important role in attracting andenabling elementary students to acquire the necessary life skills The survey resultsshown in Table 2.8 show that methods to educate pupils in primary schools are not appliedmuch, not often.
Trang 102.4 Status of management of life skills education through experience activities forprimary pupils in Hanoi
2.4.1 Current status of life skills development planning through experimentallearning in primary schools
Survey results show that the development of life skills planning through experimentallearning for students has not yet been considered by the school board, most of the surveycontent is assessed at normal level and not good So at the beginning of the school year, theschool has no detailed plans, details of this activity, professional plans are still the schoolBGH more emphasis This is one of the reasons leading to the effectiveness of life skillseducation through experimental activities for students in schools is not high.
2.4.2 Current status of program management, content of life skills education throughexperimental learning activities for students
2.4.2.1 Status of program management, content of life skills education through experimentallearning activities for students to integrate into the cultural subjects of the teacher
For the Department of Education and Training of Hanoi every year is still organizedteacher competitions excellent at all levels, through this form, the department reminded the schoolteachers special importance to organize experimental activities to condition students participate inactivities through which the formation and development of life skills With the lessons taught byteachers who have really demonstrated the integration of GDKNS through the experience forHSTH.
2.4.2.2 Status of program management, content of life skills education through experimental learning activities for students in class teacher work
Table 2.11 The results of the assessment of the performance of life skills educationthrough experimental learning activities for the classroom teacher
ContentsgoodDegree of implementationfair average weakaverage scorerank
1 Plan for life skills education through
2 Organizing, deploying content that is
3 Coordinate with lecturers, HCMC Peoples' Welfare Unit, CMHS to teach life skills through experimental activities for students.
4 Evaluate the results of participation in life skills education through students' experiences
Trang 11Table 2.13 Current status of integration activities through life skillsExperience activities with sex workers
e scoreRank
Good Fair Average Weak
1 Develop an integrated plan for life skills education through experience activities with sex workers
2 Organizing, deploying content that is rich,
3 Coordinate with lecturers, lecturers, CMHS to
4 Evaluating the results of participation in life
skills education through student experiences 8,2 24,4 45,1 22,3 2,18 45 Learning from experience after each activity 10,6 15,8 40,7 32,9 2,04 5
2.4.3 Actual status of training teachers on life skills education through experimentalactivities for pupils in elementary schools
Table 2.15 The status of training fostering teachers teach life skills throughexperimental activities for students in elementary schools
ContentsGood Fair Average WeakDegree of implementationAverage scoreRank
1 Develop a training plan for teachers teaching the
Determine the content of training appropriate to the
3 Implement teacher training in flexible form 16,8 23,6 52,4 7,2 2,50 14 Evaluate the results of training participants 8,7 31,8 43,9 15,6 2,34 45 Create environment for teachers to apply skills to
Based on the needs and the actual capacity of the teachers, most of the surveyedschools have developed the plan and identified the content of the training, therebymobilizing the resources and organizing training for their teachers in a flexible way.
2.4.4 The status of management examines and evaluates the results of life skills educationthrough experimental learning for elementary students
Table 2.16 Results of assessment of the level of performance testing and assessment ofliving skills through experimental learning for students
Degree of implementation Average
1 Develop appropriate evaluation criteria 0 22,6 39,4 38,0 1,85 62 Evaluating the development of life skills
education plans through dossiers and books
11,5 32,7 33,2 22,6 2,33 1
Trang 122.4.5 Situation of coordinating forces in school and society to organize life skills education activities through experimental activities
Table 2.17 The rate of comments assesses the degree of coordination of forcesat school and in society to organize life skills education activities
through experimental activity
ContentsGood Fair Average WeakRating rate,%Average scoreRank
1 Develop a mechanism to coordinate with parents of children of disadvantaged
children through experience activities
2 Maximizing the off-campus workforce contributes to the development of the ERA through experimental learning
3 Coordinate with the subject teachers, to educate living skills through experimental activities for students
4 Collaborate closely with ILMP and trade union organizations to participate in life skills education through student experience activities.